An overseas field learning itinerary can be a powerful pedagogical tool for both directing student attention and complicating preexisting spatial narratives. However, one must beware of using the itinerary to replace one narrative with another. This paper examines the itinerary negotiation for a 15-day overseas field module conducted three consecutive years. It uses the concepts of fan pilgrimage and dark tourism to explain the inclusion of two destinations and introduces a student-led research project that produced nuanced understandings of Japan's rural geographies. Evidence comes from reflective field diaries, oral debrief sessions, written assignments, and an anonymous post-module survey.